Willington Primary and Nursery School
Chapel Street, Willington, Crook DL15 0EQ
This week is Children’s Mental Health Week. The theme this year is ‘Express Yourself’.I am a Parent Governor who was elected by the parent community.
I have been elected as a governor since December 2020. As a parent of children who attend this school, I feel it is my responsibility to take an active role in their education, and the education of those in the local community for the coming years. As a governor of this school, I hope to contribute all my skills and abilities to make sure that this school is providing the best possible environment for all our children to learn, safely and effectively.
| Sports Premium Provision 2020 - 2021 | ||||
|---|---|---|---|---|
| Key achievements to date: From 2019-2020 funding. | Areas for further improvement: | |||
| • Sustained improvement in engagement of all pupils in regular physical activity through access to a range of after-school clubs, sport leaders running lunch time games, Daily Mile challenges and an increased number of intraschool competitions/festivals. • Continued increase in participation in interschool games before and after school, including breakfast club table tennis/pool/strategy board games five mornings a week leading to a positive impact on attendance/children being on time for school. • Successful development of intraschool festivals and competitions creating an efficient scoring system through local cluster/School Games format making further community links. • Increased participation in physical activity offered within the community. We now have children take part in a range of community clubs including: taekwondo, darts, gymnastics, roller-skating, rugby, cricket and football. • ‘B’ teams introduced at interschool festivals (Hockey and Athletics) – Summer 2019 • Curriculum PE remains successfully planned for, delivered and assessed in every year group across the school, leading to an increase in children’s skill development, ability to succeed at Level 2 School Games and their overall enjoyment. • Provision of physical activity offered in times such as Easter (e.g. Easter Camp), with the aim of increasing the physical activity of less active children/those less able to access sport within the community. This will also provide an opportunity for the children to experience a broader range of sports e.g. archery. • Coaching offered on Friday evenings and Saturday mornings to foster a greater love for sport. • Awarded the Silver Award School Games achievement two years running 2018/19 and 2019/20 | • Continue the increase in participation of competitive sports (aiming to attend tow more events than the previous year). This will then enable the school to aim for the next School Games award. • Aim for the Gold School Games award. • Implement a successful assessment procedure across the school that can be monitored and evidenced efficiently. This will result in the children received the highest possible physical education, providing challenges and skills at appropriate levels. | |||
| Meeting national curriculum requirements for swimming and water safety | ||||
| What percentage of your current Year 6 cohort swim competently, confidently and proficiently over a distance of at least 25 metres? | N/A due to Covid-19 | |||
| What percentage of your current Year 6 cohort use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]? | N/A due to Covid-19 | |||
| What percentage of your current Year 6 cohort perform safe self-rescue in different water-based situations? | N/A due to Covid-19 | |||
| Schools can choose to use the Primary PE and Sport Premium to provide additional provision for swimming but this must be for activity over and above the national curriculum requirements. Have you used it in this way? | No | |||
| Key indicator 1: The engagement of all pupils in regular physical activity – Chief Medical Officer guidelines recommend that primary school children undertake at least 30 minutes of physical activity a day in school | Percentage of total allocation: 28% | |||
| School focus with clarity on intended impact on pupils: | Actions to achieve: | Funding allocated: | Evidence and impact: | Sustainability and suggested next steps: |
| 1) To continue the increase in children’s physical activity through extended adult led breaktime activity sessions. | Sign up for the Active 30 pledge. Monitor how this is being achieved through additional adult led activity sessions and daily mile. Sports TA to lead 3x30min sessions each morning so that each class receives 5x 30 min adult led activity sessions over a two-week period in addition to PE lessons. | £5,000 | Pledged on the Active 30 online hub (20 mins per day). Every day the children take part in the Daily Mile (15 mins) and/or adult led activity breaks. Their distance/personal challenges are recorded. At the end of each week, the overall results for each class are analysed in a spreadsheet. The class who reach a target (e.g. Paris) are rewarded with a healthy treat (e.g. Year 4 and Reception won a smoothie making session). Less active children encouraged by being asked to run alongside staff. Children’s stamina improving all the time - more children succeeded at the Level 2 School Games competitions than ever before e.g. one child came 6th out of 150 children at the annual cross-country event. Lunch/break Play Leader registers to show attendance and termly questionnaires given out to tailor activities offered (this should encourage more to take part). | Highly sustainable as resources e.g. spreadsheets have been made and passed up from the previous year. Sustainable as timetables allow an allocated time during the academic day for physical activity (outside of the curriculum PE sessions). Rewards are sustainable but will need to be budgeted for in advance in the future. Play Leader activities highly sustainable as equipment already in school and other resources easily prepared by PE coordinator and kept in PE file so that others can access. Next steps: Review effectiveness of the mile yearly/compare to other activities offered. Ensure children are still engaged/enjoying taking part through asking classes. Review Play Leader feedback questionnaires and ensure activities offered are accessible to all and aimed at engaging the least active. |
| Key indicator 2: The profile of PE and sport being raised across the school as a tool for whole school improvement | Percentage of total allocation:11.3% | |||
| School focus with clarity on intended impact on pupils: | Actions to achieve: | Funding allocated: | Evidence and impact: | Sustainability and suggested next steps: |
| 1) Majority of PE sessions are taught by our fully qualified Sport Leader/Teaching Assistant. | Sport Leader to continue to raise PE profiles throughout the school by running additional clubs outside of regular school hours. This includes weekly afterschool clubs and camps during the school holidays. | £1,500 | Breakfast club table tennis/pool/strategy board games runs five mornings a week and has regular attendance from at least two thirds of the overall intake. Running/multi-skills club runs twice a week offering non-mainstream sports/activities that have appealed to a large range of children including those from underrepresented groups. | Highly sustainable as this role could be taken on by a PE coordinator if necessary. |
| 2) Increase attendance of underrepresented groups by securing places in after school clubs and offering opportunities to take part in an exciting range of physical activities during the day. E.G. Dance club run by year 6 at lunch time. | Continued use pupil voice (taking particular notice of children with low attendance) to develop activities that are offered throughout the day. Ensure a member of staff is available to support the different activities. Wider range of equipment purchased in order to increase enthusiasm. | £500 | Multi-skills camps run during the Easter and Summer holidays offering places to underrepresented groups. Increased attendance in various classes in 2019/2020. E.G 71% of Y6 children now attend an after-school sports club compared to approximately 48% last year. | Sustainable as children could take over responsibly for clubs (supported by staff), after short-term Sports Leader training. Next steps: Continue to work alongside the pupil voice PE Council to discuss how the PE profile can be further raised. |
| Key indicator 3: Increased confidence, knowledge and skills of all staff in teaching PE and sport | Percentage of total allocation: 11.3% | |||
| School focus with clarity on intended impact on pupils: | Actions to achieve: | Funding allocated: | Evidence and impact: | Sustainability and suggested next steps: |
| 1) Continue to provide staff training and development and quality ensuring its quality and impact in the classroom | PE coordinator to closely monitor the quality of planning and assessment in all year groups and provide termly feedback to senior leaders. PE Leader to attend PE Network Meetings and LA cluster meetings termly. Teaching assistant with specialism in PE (previously sports apprentice) to be present in all PE sessions including swimming to offer support and expertise, and ensure that more able children are challenged. | Supply cover costs = £2,000 | All year groups have comprehensive planning saved onto the school system and pre/post assessments carried out for each unit within PE (hard copies can be accessed in each classes PE file.) Assessments show that children’s skills are improving particularly in areas such as games and this can be seen when comparing assessment grids across the year. PE Network Meetings attended alongside LA cluster meetings to increase participation in interschool competitions/festivals which are now organised and ran by our local cluster rather than SSP. Our school hosts two festivals a year for the local cluster. | As all staff have worked alongside PE coordinator/sports apprentice they have reported to feel more confident when teaching PE. This should be sustainable for future members of staff as current staff should be able to impart their knowledge successfully. There is also a PE fil of planning, resources and assessment sheets available in school’s online system. Next steps: PE coordinator to brief/support and train any new staff members. PE coordinator to attend meetings/courses and feedback any relevant information during staff meetings within school. |
| Key indicator 4: Broader experience of a range of sports and activities offered to all pupils | Percentage of total allocation: 22.6% | |||
| School focus with clarity on intended impact on pupils: | Actions to Achieve: | Funding allocated: | Evidence and impact: | Sustainability and suggested next steps: |
| 1) Nurture Programme to run three afternoons each week to support all areas of academic achievement for targeted children. | Offer engaging small group/1-1 sessions to improve physical and emotional well-being alongside thinking and decision making. | £3,000 | Boxall Profiles suggest an improvement in physical and emotional well-being as well as teamwork and cooperation. These are reviewed termly. | 3 members of staff have been trained in this area to ensure longevity of the programme. |
| 2) Offer a wide range of activities outside of the curriculum to all the year groups. | Offering before and after school activities led by staff. Offering activities within school led by sports leaders. Offering multi-skills clubs ran by staff during the school holidays. Attend various festivals within the local community. | £1,000 | Before school breakfast club activities offered to all children from years 1-6. After school physical activities offered to all children from years 1-6. Competitive football offered one night a week to upper KS2 (extended to lower KS2 in the summer). Performing arts offered one night a week to upper KS2. Easter/Summer multi-skills camps offered to years 1-6. | Highly sustainable as all before, after school clubs and holidays camps are ran by staff within the school except one which is not funded by the Sport Premium. Next steps: Continue to offer a varied range of activities around the curriculum for all children to enjoy. Monitor the attendance of these clubs, ensuring that underrepresented groups are able to attend as many as they wish (free of charge). Start coaching sessions ran by staff in sports (evening and weekends). |
| Key indicator 5: Increased participation in competitive sport | Percentage of total allocation: 26% | |||
| School focus with clarity on intended impact on pupils: | Actions to Achieve: | Funding allocated: | Evidence and impact: | Sustainability and suggested next steps: |
| 1) Children gain a better understanding of competitive gameplay through attending festivals and holding inter-school competitions. | Take part in local cluster festival programme. Host two festivals for other children in the area to attend. Take part in School Games programme. Aim for Gold Award. Train sports leaders yearly to run inter-school competitions. Engage in football matches with other schools from the local area. | £2,100 – Service Level Agreement £1,500 supply costs for teacher and TA to attend festivals. £1,000 – transport to festivals | Intraschool competitions ran once every half term by sports leaders and PE coordinator during lunch time. E.g. Dodgeball in the summer term. Interschool activities ran by each school in our LA cluster group and attended at least once every term. Evidence from 19/20- Participation has steadily increased over the year with the school taking part in 12 festivals/competitions this year compared to 10 the previous year. Year 5/6 attended a rugby festival in Autumn 2018 which all children enjoyed and five have since gone on to join a local rugby club. 15 children from years 3-6 attended the Level 2 cross-country event and all competed it. Two children finished two 20 out of 150. 7 Level 2 School Games have been attended/applied for in 19/20. 5 local cluster festivals have been attended (two scheduled to be held but postponed due to Covid-19). | Sport leader programme should be sustainable as the current Year 5 cohort should be able to retrain future leaders before they depart from the school. The festivals could be less sustainable due to funding of transport. This will need to be carefully considered but if we would be unable to fund this, festivals could be arranged with other schools in the local area. Next steps: Monitor the attendance of both intra and interschool school festivals to ensure we meet the requirements of the School Games Gold award. |
Home Connect is a part of Accelerated Reading that gives our readers the chance to show off their superb efforts to their families. It provides a great opportunity for adults to discuss and celebrate children’s efforts and allows them to view their progress.
Visit our Willington School website/ Pupils/ Home Learning
Use your child’s details the AR Home Connect letter to log in:
Enjoy exploring your child’s:
There is also a link to the AR Bookfinder website where you can search for books or check if any books you already own are listed in the huge AR library.
You have the option to receive email notifications when your child has completed an Accelerated Reader quiz.
Our Science curriculum is based on a big question which links to the national curriculum. Each class has a set of big questions which they work on throughout the year.
We believe that children need to be given opportunities to learn from one another and to take part in group/ partner work when appropriate but to also have the confidence to work independently when needed
Pupils are taught to understand and use correct scientific vocabulary based on the objectives and skills being taught. Developing skills such as questioning, observing, gathering and recording data, and drawing conclusions are key to science teaching and learning at our school.
Practical ‘hands on’ learning is at the core of our science teaching and learning. Our lessons will allow for a wide range of scientific enquiry, including the following:
Through our Science teaching and learning, pupils should be able to recall knowledge, use scientific vocabulary and develop scientific skills.
The Intent, Implementation and Impact of our PSHE Curriculum.
Intent
At Willington Primary School, the aim of PSHE is to help children to acquire and develop knowledge and understanding of the world around them in order to help them develop as young citizens. In an every-changing world, it is important that they are aware, to an appropriate level, of different factors which will affect their world and that they learn how to deal with these so that they have good mental health and well-being. PSHE is taught throughout the school in such a way as to reflect the overall aims, values, and ethos of the school. At Willington Primary, PSHE plays an important role, along with all other curriculum areas. In RE, we promote the spiritual, moral, social, and cultural development of our children. In PE, we educate children on the importance of physical health and exercise.
Implementation
At Willington Primary School, PSHE is taught in blocks. Each half term has a unit theme:
Autumn Term – Relationships
Spring Term – Physical Health and Mental Wellbeing
Summer Term – Physical Health and Mental Wellbeing
These are taught to an appropriate level depending on the age of the children. These units are linked to safeguarding, the school values and British values.
Lessons involve class discussions and group activities and evidence of the work completed is recorded in children’s RE books. This may be through photographs, post it notes or a few sentences from the children about what they have focused on for that session.
Impact
Our school values, and inclusion of safeguarding within our curriculum, is vital as first and foremost, we want our children to be safe and happy so that they can excel in all aspects of school life. Our PSHE curriculum provides them with a chance to reflect and learn about these crucial elements.
Our children and staff value well-being, mental health and good citizenship. Through our curriculum, we believe that we prepare children for the next stage in their education as well as preparing them, during this vital stage of their life, for the adult world.
Willington Primary’s Long-Term Planning for History has a deliberate approach to sequencing the curriculum and the choice of content focus. At all stages, the curriculum links to previous content and concepts and identifies later links.
In Key Stage 1, the sequence of learning across Year 1 moves from History within the child’s living memory to looking at familiar features in the recent past and then gradually beyond living memory. A strong local thread runs through the content choices in Key Stage 1 to build on pupil’s prior knowledge and lay the foundations for future learning.
In Key Stage 2, knowledge is sequenced chronologically from the Stone Age through to the Mayans in Year 6. In addition to the local dimension to the studies of the Romans, Anglo Saxons and Vikings, Year 6 has a local study linked to World War I. A thematic study of an aspect of life since 1066 has been deliberately placed at Upper Key Stage 2 to allow reconnection to prior learning.
Throughout Key Stage 1 and Key Stage 2, the disciplinary knowledge of history is woven into the content choices to support effective learning of History and the readiness of pupils for their next steps.
Key Stage 1 and 2 History Long Term Plan
The rationale for the Geography Curriculum in our school is to inspire pupil curiosity about their world and to engage them in outdoor learning and geographical enquiry.
By the end of Year 6, we intend our pupils to be secondary ready by providing them with the skills and attitudes to enable them to become competent geographers.
The curriculum has been sequenced to enable pupils to gradually widen their sense of scale from their immediate geography to a global level. This is organised and shared in the long-term overview.
In Key Stage 1 children will begin by looking at the local environment before moving on to study and compare Willington with the wider world.
In Lower Key Stage 2 children explore the United Kingdom with a regional case study of the North East before moving on to study Europe with a focus on the Bay of Naples.
In Upper Key Stage 2 pupils will examine the world on a global scale, including studying how the landscape is shaped by both the environment and by people’s actions. We will include making comparisons with San Paulo in Brazil. In addition we make use of links with Kibosho Primary in Tanzania to enhance geographical learning and understanding.
Throughout Key Stage 1 and Key Stage 2 map and fieldwork knowledge is developed through a series of field-based enquiries.
The curriculum intent for each sequence of learning is laid out in the medium-term plan for each unit.
